Professional Documents
Culture Documents
practices course
“Teachers are the busiest professionals on Earth”. “Teachers never stop
working”.
How many times have you heard statements like those above? I
bet many times.
And how many times have you stopped to reflect upon your
teaching practice? Have you ever done it? How? What was the
last time you’ve been observed? What was the last time you
observed a friend?
You may think: Why so many questions? What does it all have to do
with reflective teaching?
I’ve noticed that a lot has been discussed about critical thinking
regarding our students learning process. What about reflecting on
our teaching process? Have we reflected on it?
Reflective teaching is a personal tool that teachers can use to
a distance, you can identify more than just what worked and
and beliefs that define the way that you work. This kind of self-
Peer Observation – Peer observation can provide opportunities for teachers to view
each other’s teaching in order to expose them to different teaching styles and to
provide opportunities for critical reflection on their own teaching. Some suggestions for
peer observation:
1. Each participant would both observe and be observed – Teachers would work in pairs
and take turns observing each other’s classes.
2. Pre-observation orientation session – Prior to each observation, the two teachers
would meet to discuss the nature of the class to be observed, the kind of material being
taught, the teachers’ approach to teaching, the kinds of students in the class, typical
patterns of interaction and class participation, and any problems that might be
expected. The teacher being observed would also assign the observer a goal for the
observation and a task to accomplish. The task would involve collecting information
about some aspect of the lesson, but would not include any evaluation of the lesson.
Observation procedures or instruments to be used would be agreed upon during this
session and a schedule for the observations arranged.
3. The observation -The observer would then visit his or her partner’s class and complete
the observation using the procedures that both partners had agreed on.
4. Post-observation: The two teachers would meet as soon as possible after the lesson.
The observer would report on the information that had been collected and discuss it
with the teacher (Richards and Lockhart, 1991).
Benefits
The teachers identify a variety of different aspects of their lessons for
their partners to observe and collect information on. These include
organization of the lesson, teacher’s time management, students’
performance on tasks, time-on-task, teacher questions and student
responses, student performance during pair work, classroom
interaction, class performance during a new teaching activity, and
students’ use of the first language or English during group work.
The teachers gain a number of insights about their own
teaching from their colleague’s observations and that they
would like to use peer observation on a regular basis. They may
also obtain new insights into aspects of their teaching.
Written accounts of experiences